English Language Development

Strategies Teachers support all

students’ understanding

of complex text by...

Additional, amplified, or

differentiated support

for linguistically diverse

learners may include...

Additional, amplified, or

differentiated support for

students with learning

disabilities or students

experiencing difficulties with

reading may include...

Rereading

• Rereading the text or
  selected passages to look
  for answers to questions
  or to clarify points of
  confusion
  
  
  • Rereading the text to
    build understanding
    of ideas and language
    incrementally (e.g.,
    beginning with literal
    comprehension questions
    on initial readings and
    moving to inferential and
    analytical comprehension
    questions on subsequent
    reads)
  
  
  • Repeated exposure to
    rich language over time,
    focusing on particular
    language (e.g., different
    vocabulary) during each
    reading
    
    
    • Strategically chunking and
      rereading text to maintain
      engagement, to construct
      and clarify ideas and organize
      them, and to provide
      many successful reading
      opportunities
    
    
    
    
  
  
  
  

Tools

• Teaching students to
  develop outlines, charts,
  diagrams, graphic
  organizers or other
  tools to summarize and
  synthesize content


• Teaching students to
  annotate text (mark text
  and make notes) for
  specific elements (e.g.,
  confusing vocabulary,
  main ideas, evidence)
  
  
  • Explicitly modeling how
    to use the outlines or
    graphic organizers to
    analyze/discuss a model
    text and providing guided
    practice for students
    before they use the tools
    independently
  
  
  • Using the tools as a
    scaffold for discussions or
    writing
    
    
    • Offering technology tools
      to develop outlines, charts,
      diagrams, or graphic
      organizers to summarize and
      synthesize content
    
    
    • Providing opportunities to
      collaboratively (with the
      teacher and with peers)
      develop and use tools
    
    
    
    
  
  
  
  

Writing

• Teaching students to
  return to the text as they
  write in response to the
  text and providing them
  with models and feedback
  
  
  • Providing opportunities
    for students to talk about
    their ideas with a peer
    before (or after) writing
  
  
  • Providing written
    language models (e.g.,
    charts of important words
    or powerful sentences)
  
  
  • Providing reference
    frames (e.g., sentence
    and text organization
    frames), as appropriate
    
    
    • Using graphic organizers to
      help students organize their
      thoughts before writing
    
    
    • Allowing for students to
      express ideas with labeled
      drawings, diagrams, or
      graphic organizers
    
    
    
    
  
  
  
  

Access and Equity Chapter 9 | 927